The MARIO Framework® pedagogy is founded on what science has revealed about learning – including
disciplines concerning the whole person and the ways we gain mastery.
MARIO Education focuses on what matters most: improving the quality of school relationships through impactful student-teacher conversations.
Targeted 1:1 conversations every class period led to significant academic gains. Students who participated in our intervention showed notably higher GPAs in core subjects compared to peers in control groups, demonstrating the real impact of meaningful connection.
Director of Scientific Affairs at Boston Strategic Partners
Author & Founder of Novak Education
Co-Founder & CEO of MARIO Education
These academic researchers support our mission to help bridge the gap between educational researchers and practitioners. Together with MARIO, they are committed to empowering and inspiring more educators to become teacher-researchers.
Ball State University
Penn State University
Growing Minds Consulting, LLC
Practical Psychological Services
University of Colorado, Colorado Springs
University of Houston-Clear Lake
Penn State University
University of Winchester
Practical Psychological Services
Kristianstad University, Faculty of Education
University of Houston-Clear Lake
Malmö University
University of Winchester
Linneaus University
Kristianstad University, Faculty of Education
Point Loma Nazarene University
Malmö University
Monash University
We understand that educators are pressed for time. To help, our team reviews recently published studies on a monthly basis and posts key findings and potenti
The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.
This study investigates interpersonal processes underlying dialog by comparing two approaches, interactive alignment and interpersonal synergy, and assesses how they predict collective performance in a joint task.
This chapter describes the wisdom of practice that explains the lessons learned from the study of highly effective tutors. This chapter presents that in the 21st century, tutoring remains the ideal of education.
Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning.
In this article, a four-point framework is described, which has been found to be helpful for general practitioners who try to achieve greater breadth in each consultation.
The purpose of this paper is to discuss the role of conversation in shaping interventions and to explain why conversation is important in intervention efforts in health care organizations. We draw on literature from sociolinguistics and complex adaptive systems theory to create an interpretive framework and develop our theory.
Zimmerman outlines his personal connections to his work and motivations for engaging in this type of research, stating, “My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes.
This work further investigates key topics such as the defining properties of the bio-ecological model, developmental science, and a biological model of the nature/nurture concept with an emphasis on research, policy and practice.
This book provides information on what works in education, how teachers can find what works, how educational research can find its way into classrooms, and how teachers can apply it to help individual students.
This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l’enfant and was to have been completed by a study of the genesis of imitation in the child.
The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.
This study investigates interpersonal processes underlying dialog by comparing two approaches, interactive alignment and interpersonal synergy, and assesses how they predict collective performance in a joint task.
This chapter describes the wisdom of practice that explains the lessons learned from the study of highly effective tutors. This chapter presents that in the 21st century, tutoring remains the ideal of education.
Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning.
In this article, a four-point framework is described, which has been found to be helpful for general practitioners who try to achieve greater breadth in each consultation.
The purpose of this paper is to discuss the role of conversation in shaping interventions and to explain why conversation is important in intervention efforts in health care organizations. We draw on literature from sociolinguistics and complex adaptive systems theory to create an interpretive framework and develop our theory.
Zimmerman outlines his personal connections to his work and motivations for engaging in this type of research, stating, “My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes.
This work further investigates key topics such as the defining properties of the bio-ecological model, developmental science, and a biological model of the nature/nurture concept with an emphasis on research, policy and practice.
This book provides information on what works in education, how teachers can find what works, how educational research can find its way into classrooms, and how teachers can apply it to help individual students.
This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l’enfant and was to have been completed by a study of the genesis of imitation in the child.
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